(1987). A Brief Listing of Some of the Genocidal Acts that Have Occurred during the 20th Century. Social Science Record, v24 n2 p94 Fall. Lists 17 acts of genocide occurring between 1904 and the present. Includes dates and estimates of the numbers of people killed. Indicates which acts are considered to be genocide by the more narrow United Nations definition. (GEA)…

Darity, William; Turner, Castellano B. (1971). Attitudes Toward Family Planning and Fears of Genocide as a Function of Race Consciousness. Demographic information, attitudes toward family planning and family planning agencies, fears of race genocide, and degree of race consciousness were elicited, by interviews, from a random sample of residents within several black communities of an urban area. A significant, positive relationship was found between race consciousness and the number of children desired, but not between race consciousness and agreement with the notion of family size limitation for black people generally. Moreover, reported use of birth control did not relate to race consciousness. Finally, race consciousness was not found to relate to endorsement of any of a series of statements concerning race genocide. An interpretive discussion indicates, among other things, the probable complex origins of race genocide fears. (Author/TL)… [PDF]

Ochonu, Moses (2008). The Dilemmas of Explaining Africa. Chronicle of Higher Education, v54 n32 pB28 Apr. African professors are often asked by Americans at academic gatherings, campus events, and informal social gatherings what they think of the never-ending civil war in the Democratic Republic of the Congo, the genocide in Sudan, anarchy in Somalia, last year's disastrous elections in Nigeria, the Kenyan political crisis, and other problems. Whether they like it or not, Americans see them as knowledgeable about every political crisis torturing their continent and about all its countries–not just the one where they were born. Many Americans take liberties with African realities, generalizing recklessly and clinging to prejudiced preconceptions. Intellectual dialogue about Africa and its travails is almost impossible with that kind of Westerner. In this article, the author discusses the moral dilemmas of explaining Africa…. [Direct]

White-Stevens, Lillian (1980). On Teaching the Lessons of the Holocaust. NJEA Review, v53 n8 p18-20 Apr. Citing current events such as genocide in Cambodia, the author stresses the importance of teaching students about genocide and the Holocaust. She discusses current curriculum development efforts in this area, particularly a high school course developed by New Jersey teachers. (SJL)…

Rosenberg, Alan; Zevin, Jack (1981). Teaching about the Holocaust as Part of a Genocidal Universe. Social Studies, v72 n3 p107-10 May-Jun. Suggests that if the concept of genocide is not integrated into our mental and moral world, we become passive or active participants in processing people for destruction. Provides definitions of the terms genocide and holocaust and eight classroom strategies to help develop understanding. (Author/KC)…

Waghid, Y. (2009). Towards a Cosmopolitan African University. South African Journal of Higher Education, v23 n5 p845-851. In this article I offer a defence of cosmopolitanism as an enabling condition for university education in Africa. Recent xenophobic outbursts in South Africa suggests that the enactment of defensible virtues in societies remain distant from the practices of many people. My contention is that university education ought to take seriously the teaching of virtues such as cosmopolitanism to ensure that societal ills in some African communities such as perpetual genocide, rape, mass enslavement, political dictatorships, xenophobic violence and religious intolerance are combated and even eradicated. In the main my argument is that universities in Africa ought to cultivate the virtue of cosmopolitanism in order to enact justifiable educational change–a situation which can potentially contribute towards achieving a renewed African university. In tackling the main research question of my project, I firstly provide a cursory critical analysis of challenges faced by higher education in Africa,… [Direct]

(2004). Crimes Against Humanity and Civilization: The Genocide of the Armenians. Facing History and Ourselves While focusing on the Armenian Genocide during World War I, this book considers the many legacies of the Armenian Genocide including Turkish denial and the struggle for the recognition of genocide as a "crime against humanity." The book can be integrated into courses dealing with multiple genocides, human rights, as well as history courses covering the late 19th century and World War I as well as U.S. international relations. This book contains six chapters. Chapter one, Identity and History, contains the following readings: (1) What's in a Name?; (2) Multiple Identities; (3) Am I Armenian?; and (4) Generations. Chapter two, We and Why, contains the following readings: (1) The Ottoman Armenians; (2) Iron Ladles for Liberty Stew; (3) Organizing for Change; (4) Humanity on Trial; (5) The Sultan Responds; (6) Seeking Civil Rights; (7) Humanitarian Intervention; (8) Showdown at Bank Ottoman; and (9) The Rise of the Young Turks. Chapter three, The Young Turks in Power, contains… [Direct]

(1987). Facing History and Ourselves: A Unique Educational Organization. Social Science Record, v24 n2 p44-47 Fall. Details the founding and growth of the Facing History and Ourselves National Foundation. Begun as a local organization, the Foundation now helps teachers and administrators bring education about 20th century genocide, specifically the Holocaust and the genocide of the Armenian people, to students and communities across the nation. (GEA)…

Cain, Ruby (2012). Courageous Learning about Race, Self, Community, and Social Action. Adult Learning, v23 n4 p201-205 Nov. Three of the most emotionally charged terms in this era are \race,\ \racism,\ and \White privilege.\ Definitions for these terms vary by individual experiences, beliefs, opinions, and perceptions. K-20 students are rarely exposed to a detailed coverage and critical analysis of the part of U.S. history that includes genocide, territorial acquisition, and displacement of Native Americans; differing immigration policies and quotas by ethnicity; and involuntary enslavement of and brutality toward Africans. It is not enough for curriculum content to address one or more of these issues. The cultural heritage not consistent with the majority cultural lens is essential in the understanding of the multidimensional aspects of cultural groups. Racism is a process, condition, and relationship that \violates its victims physically, socially, spiritually, materially, and psychologically.\ The facets that come under attack are those that define culture. The damage from racism is entrenched in the… [Direct]

Totten, Samuel (2004). The Darfur Atrocities Documentation Project. Social Education, v68 n7 p438 Nov-Dec. One of the many important aspects of the Darfur Atrocities Documentation Project was that it set a precedent for what the U.S. and/or other nations can, and should do, when future cases of potential genocide arise. Far too often in the recent past, the international community (the United Nations, individual governments, many nongovernmental agencies, and the general public) has relied on journalistic accounts to gain a sense of whether genocide was being carried out in a particular region of the world. However, the latter reports were often sporadic and contradictory. The author of this article was a member of the Darfur Atrocities Documentation Project that recently conducted research among refugees in Chad to determine whether genocide was being perpetrated in Darfur. He paints a very grim picture of atrocities and ethnic cleansing in the region, and urges immediate international action to prevent genocide….

Santoni, Ronald E. (1987). Genocide, Nuclear Omnicide, and Individual Responsibility. Social Science Record, v24 n2 p38-41 Fall. Claims that the arms race is genocidal in intent given the fact that the United States and the Soviet Union are knowingly preparing to destroy each other as viable national and political groups. Cites Falk's "Responsibility Model" in support of an argument calling for all people to rise above government affairs and resist nuclear genocide. (GEA)…

Frelick, Bill (1987). Teaching Genocide as a Contemporary Problem. Social Science Record, v24 n2 p74-77 Fall. Discusses methods of teaching about the history of genocide and the potential for its occurrence today. Encourages students to confront commonly-held beliefs in order to understand human rights abuses. Studies current genocidal tendencies, such as those in Iran, to demonstrate the \latent potential in all of us to allow such evil to occur.\ (Author/GEA)…

Charny, Israel W. (1987). Genocide: The Ultimate Human Rights Problem. Social Science Record, v24 n2 p4-7 Fall. Argues for a more humanistic definition of genocide; one that includes the intentional murder of a group of human beings on the basis of any shared identity. Identifies the Holocaust as the world's major genocidal event but urges recognition of the Armenian, Cambodian, and similar tragedies. Proposes an early-warning organization to monitor and publicize genocidal tendencies. (GEA)…

(1987). The United Nations Convention on the Prevention and Punishment of the Crime of Genocide. Social Science Record, v24 n2 p98-99 Fall. Presents all 19 articles of the United Nations Genocide Convention and its opening statement. (GEA)…

Kanner, Elisabeth Fieldstone (2010). Teaching "The Reckoning": Understanding the International Criminal Court. A Facing History and Ourselves Study Guide. Facing History and Ourselves Facing History and Ourselves has developed "Teaching The Reckoning" to help classrooms explore essential questions about judgment by studying the creation of the International Criminal Court. Ever since the Nuremberg Trials, individuals around the world have imagined how an international judicial body could be used to prevent genocide, crimes against humanity, and other violations of civil and human rights. In 2002, more than 100 nations made this vision a reality with the establishment of the International Criminal Court in The Hague. To help classrooms explore some of the successes and challenges this new court has faced, Facing History has partnered with Skylight Pictures, the producers of the film "The Reckoning: The Battle for the International Criminal Court to" create three short video modules–each one focusing on an important dilemma raised by the court related to issues of sovereignty, impunity, and peace. These resources help students confront the… [Direct]

Totten, Samuel (1999). Teaching the Holocaust: The Imperative To Move beyond Cliches. Canadian Social Studies, v33 n3 p84-87 Spr. Asserts that when people use the cliches "Remember" and "Never Again" in reference to the Holocaust, they must step back and realize that genocide has been perpetuated time and again since 1945. Provides activities that stress contemporary acts of genocide when studying the Holocaust in order to understand these terms. (CMK)…

Totten, Samuel (2005). Does History Matter? Ask the Armenians. Social Education, v69 n6 p328 Oct. This article discusses the history of the Armenian genocide and the impact it brought on the Armenians. The author relates his experience attending a two-day memorial commemoration in the desert of Syria for the 90th anniversary of the Armenian genocide that he became fully aware of how profound the memory of that human disaster is for today's Armenians. He found that the most moving and thought-provoking talks were by Armenians who had lost family members in the genocide and who spoke about the profound hurt caused by the ongoing denial of the genocide, the importance of memory for a people who were once targeted for annihilation, and the stories of loss (family members, land, villages, towns, sacred areas–such as Mount Ararat, located only 40 kilometers from Yerevan, the capital of Armenia, but impossible to reach due to the closed border with Turkey–churches and other cultural monuments). (Contains 4 notes.)…

White, Jeanne (2008). Teachers Prepare to Integrate Social Justice into the Social Studies Curriculum. Social Studies, v99 n2 p83-84 Mar-Apr. Promoting Social Justice through Pre-K-12 Multicultural Literature is a graduate course at Elmhurst College in which social studies teachers learn to take a leadership role in their classrooms and communities by infusing social justice topics into their existing curricula. The study of multiculturalism alongside issues such as environmentalism, war, abuse, immigration, and genocide takes place weekly through the study of short stories, picture books, movies, articles, and journal reflections. The teachers create an annotated bibliography of picture books, related to a multicultural issue they have chosen, which they have analyzed for bias. The class culminates with the infusion of James A. Banks's social action approach into a unit of study designed to help elementary and middle school students disseminate their information to a wider audience and take a step toward the recognition of social injustice…. [Direct]

Gutierrez, Jose Angel (2010). Mexican Birthdays: Independence and Revolution, 1810 and 1910. Social Studies, v101 n6 p225-231. The latter decades of the eighteenth century and first decades of the nineteenth century were full or revolutions and births of new nations, particularly in the Americas. The period has been termed the Age of Revolution. In 2010, Mexico celebrated along with several other countries the two hundred-year celebration of their movement toward independence from Spain. Mexico also celebrated the centennial of their 1910 revolution. Revolutions are catastrophic in their altering of existing social institutions such as government, religion, education, media, labor, and land ownership. Revolutions are also costly in terms of human capital: Many people die, typically the leaders of the insurrection. Others flee the path of destruction and harm, while others eke out an existence until normalcy returns, often years into the future. By definition, a revolution radically changes what is and initiates a process of social change that evolves as the formal and official violence between government… [Direct]

(2007). Educating for a Safer, Saner World. Facing History and Ourselves 2006 Annual Report. Facing History and Ourselves For 30 years, Facing History and Ourselves has been engaging students in the study of the history of events that led to the Holocaust and other examples of genocide, leading students from diverse backgrounds to examine racism and prejudice, making a connection between history, and the moral choices they confront in their own lives in order to promote the development of a more human and informed citizenry. This annual report highlights accomplishments in research, development, and implementation. (Contains 2 charts.) [This document was produced by Facing History and Ourselves.]…

Coffer, William E. (1977). Genocide Among the California Indians. Indian Historian, 10, 2, 8-15, Spr 77. …

Frelick, Bill (1985). Teaching about Genocide as a Contemporary Problem. Social Education, v49 n6 p510-15 Sep. Practical advice on teaching about genocide is provided. Specific learning activities to help secondary students arrive at a more experiential awareness of such inhumanity are suggested. (RM)…

(1979). The Holocaust: A Study of Genocide. The teaching guide presents lesson plans, activities, and readings about the Holocaust for use in the secondary grades. It is divided into two parts. Part I consists of course outlines and lesson plans for classes in junior and senior high English, and social studies and world history. These vary in length and some are accompanied by literary selections. Part II, the major part of the book, presents lesson plans for 18 weeks of class time, arranged into an introduction and seven themes. The introduction focuses on how the study of the Holocaust can alert people to present and future dangers of racism and genocide. The seven themes are: 1) the position of Jews in Europe before the Holocaust, 2) how the Nazis rose to power, 3) how racism and anti-Semitism led to the debasement of modern society and to genocidal murder, 4) how the Nazis carried out their policies, 5) how the victims tried to maintain human dignity, 6) how the rest of the world responded to the plight of the victims,…

Frelick, Bill (1987). Iranian Baha'is and Genocide Early Warning. Social Science Record, v24 n2 p35-37 Fall. Describes the genocidal tendencies of Iran's Khomeini government in dealing with members of the Baha'i religion. States that world outcry may have been a contributing factor in the decline in executions. Concludes that discrimination against Baha'i institutions may lead to destruction of the faith and that averting mass execution does not mean success in avoiding "cultural genocide." (GEA)…

Litynsky, Walter; And Others (1986). Case Studies: Persecution/Genocide. The Human Rights Series. Volume III. A continuation of the study of those factors that lead to persecutions and acts of genocide is presented. As students read the materials included in the case studies, they should be referred to the organizing concepts discussed in "Teaching about the Holocaust and Genocide: Introduction. The Human Rights Series, Volume I." Unit 1 in that volume defines the following five concepts as they apply to the roots of intolerance and persecution: denial of reality, indifference, prejudicial attitudes, conformity, and obedience to authority. Students reapply these concepts as they study about the forced famine in the Ukraine and the actions of the Khymer Rouge in Cambodia. (Author/BZ)…

Cohan, Sara (2005). A Brief History of the Armenian Genocide. Social Education, v69 n6 p333 Oct. This article features a brief history of the Armenian genocide. The Armenians are an ancient people who have existed since before the first century C.E. Armenia has gained and lost a tremendous amount of territory throughout its long and turbulent history. Boundaries of the past have extended from that of the present-day Republic of Armenia and through most of modern day Turkey. The name "Armenia" was actually given to the country by its neighbors; inhabitants of Armenia refer to it as "Hayastan" derived from the name Haik, a descendent of Noah (from the Bible), and "stan" which means "land" in Persian. The Armenian language is unique from other Indo-European languages, with its own distinct letters and grammar. Although Armenia was at times a kingdom, in modern times, Armenia has been an independent country for only a few years. It first gained independence in 1918, after the defeat of the Ottoman Empire in World War I, but this ended when…

Schulz, Steven M. (1987). Recollection of the Cambodian Genocide: An Interview with Pich Hout, Survivor. Social Science Record, v24 n2 p32-34 Fall. Offers an excerpt from a young refugee's recorded account of life during the Cambodian genocide. Describes treatment of his family by government soldiers and their relocation from camp to camp. (GEA)…

Karis, Daniel Gerald (2010). Preparing Peacekeepers: An Analysis of the African Contingency Operations, Training, and Assistance Program Command and Staff Operational Skills Course. ProQuest LLC, Ph.D. Dissertation, Kansas State University. The United States (U.S.) response to events in Africa in the 1990s–warlords in Somalia, the genocide in Rwanda, the crisis in Burundi, and the destruction of the U.S. embassies in Kenya and Tanzania–was the development of the African Crisis Response Initiative (ACRI) followed by the African Contingency Operations Training and Assistance (ACOTA) program. This study examined the impact of the command and staff operational skills portion of the ACOTA program to determine how well it prepared Ghanaian commanders and staff officers to conduct peace support operations under the auspices of a legitimate mandate. The importance of this program was revealed in its wide acceptance by the African leaders of 24 participating nations, by its ongoing support by the U.S. State Department, and by the budgetary increases it has received from the U.S. Congress over the years. This case study used qualitative methods to capture and analyze the self-reported perceptions of the course participants…. [Direct]

Drew, Margaret A. (1991). Merging History and Literature in Teaching about Genocide. Social Education, v55 n2 p128-29 Feb. Delineates the difficulties of teaching about genocide. Suggests literature helps students understand atrocities as real events affecting individuals. Claims literature reflects deep historical truths, whereas history provides the perspective for placing individual tragedy in larger context. Includes suggestions for recommended reading for children and young adults. (NL)…

Nelson, Jack L. (1987). Critical Thinking in Social Education: The Genocide Example. Social Science Record, v24 n2 p60-62 Fall. Provides several ways to evaluate the topic of genocide in order to stimulate critical thinking. For example, the teacher provides controversial information and then encourages student agreement or disagreement. Concludes that critical thinking is a major educational goal and that it can be fostered by posing contradictory views to stimulate discussion on any topic. (GEA)…